Specific Examples of

WebQuest Steps 

1. Introduction

Notice How the Introduction Accomplished Its Goal in the Following:

1a.

Your expertise is needed immediately! KW, a young killer whale, has been transferred to Aqualand Marine Aquarium and is showing signs of distress.

Aqualand has hired your team of experts to evaluate the conditions at KW's new home to determine which factors may be causing the symptoms. After analyzing the situation, your team will present a final report based on your findings to the board of directors of Aqualand. This report will include recommendations which may help improve KW's condition.

http://projects.edtech.sandi.net/kroc/whales

 1b:

"...The ones who come here are usually the most stupid of their nation...They are not used to freedom and do not know how to use it properly ... Unless the stream of these people can be turned away from their country to other countries, they will soon outnumber us so that we will not be able to save our language or our government." -Benjamin Franklin

"Everywhere immigrants have enriched and strengthened the fabric of American life. "--John F. Kennedy

"Americans are not a narrow tribe. Our blood is as the flood of the Amazon, made up of a thousand noble currents allpouring into one." -- Herman Melville

Today, as always in American history, there is a great national debate on the subject of immigration, with equally passionate voices arguing on either side of the issue. In this project you will be exploring the actual statistics (facts and figures), the political and economic implications as presented by both sides, as well as presenting some real stories of immigrants today. Thus as a team, you will be able to explore this important issue from a variety of perspectives and levels.  

2. Task

Notice How the Students are Given An Overview or Summary About Their Assignment:

2a:

The students will be engaged in gathering information related to the subject of earthquakes in general (how they work, safety issues/emergency preparedness, history, etc...) and the Mexico City Earthquake in specific. Students will each assume one of the following roles: photojournalist, city planner, emergency volunteer, college student in a collapsed dormitory, news reporter. Working together the students will design a multi-platform presentation (a computer newspage and a video interview) to convey their learned knowledge about this terrible natural disaster.  

3. Process

Notice How the Students Are Given Specific Yet Relatively Short and Clear Directions:

3a:

Ocean Pollution and Solutions

1. Choose a group of four students to work with.

2. Decide upon the roles for the members of your group.

3. Identify an area of ocean pollution that is troubling to your group.

4. Conduct a preliminary internet search.

5. If search yields adequate information go to step 7; If search does not yield adequate information go to step 6.

6. Modify original area and proceed from step 4.

7. Conduct an in depth internet search.

8. Print out and complete the answer sheet.

9. Use a map to show geographic location of your selected polluted area.

10. Bookmark any sites you find to be especially useful.

Advice:

Help everyone remember their group roles. Keep a good record of the sites you have located which contain useful information. You may want to visit these again and much time can be spent relocating sites. Keep focused on the key questions and write down your answers completely and clearly. This information will be used when you write your newsletter articles.

http://edweb.sdsu.edu/triton/PollSol/Week1.html

4. Resources

Notice That Pre-selected Resources Can be Embedded into a Paragraphs:

* Resources are primarily internet related; however, other source can be implemented

4a:

There are a number of places you can go to gather the information you need:

1.In the front of the classroom, there are three copies of the first section of an evaluation report done on the implementation of Archaeotype at Juarez-Lincoln School in Chula Vista two years ago. The pages describe how the project was set up, but the final results are not included. Don't take the copies away from the front of the class because there aren't enough to go around.

2.On the World Wide Web, you'll find a description of The Dalton School in New York City where Archaeotype was created. To understand the philosophical underpinnings of Archaeotype, it would be useful to look at the history of Dalton and the Dalton Technology Plan.

3.There's a page that gives a short overview of Archaeotype.

4.There's a short article written by the creators of Archaeotype called

Archaeotype: Discovering the Past Through Simulated Archaeology.

5.There's a general set of readings about Constructivist Pedagogy at Columbia University. You might find something interesting there.

6.For information about Juarez-Lincoln you can check out their home page.

7.In the lab across the hall, North Education 273, there's a videoconferencing unit set up. At 4:30 PM, Bob Birdsell, a Juarez-Lincoln 6th Grade teacher, will be available to talk to you from Chula Vista and describe how his school implemented the program. Have some good questions ready to ask him.

8.We also have a QuickCam and CUSeeMe software set up at the instructor's station in NE-271, from which you'll be able to chat with Wolfgang Heidmann, one of the technowizards at the Dalton School.

9.We have invited students at Dalton to join the discussion by surfing over to our class chat line. We don't know if they'll be able to make it, but you should check there regularly starting at 4:30 to see who shows up.

http://edweb.sdsu.edu/Courses/EDTEC596/WebQuest1.html

Notice That Pre-selected Resources Can be Divided into Resource Lists:

* Lists can be created for the entire class or for a subset of students

4b:

Before assuming your role, check that you and everyone in your group understand the basic facts behind the Black Plague's history. Use the links show below; make sure that each group member can answer the basic questions:

1. Who? 2. What? 3. Where? 4. When? 5. Why? 6. How?

Use these links:

BLACK DEATH IN CIVITAS

GREAT FAMINE AND THE BLACK DEATH

PLAGUE AND PUBLIC HEALTH IN RENAISSANCE EUROPE

For the team's physician, go to the following web sites

THE VIRTUAL HOSPITAL

ANCIENT MEDICINE

For the travel guide, go to these web sites:

THE CATALAN ATLAS,14TH CENTURY

EXPLORING ANCIENT WORLD CULTURES-MEDIEVAL EUROPE HOME PAGE

For the church bishop, go to these web sites:

CHRISTIANITY IN THE 14TH CENTURY: THE CHURCH IN MORAL CRISIS

MEDIEVAL AND EUROPEAN HISTORY

For the diarist/scribe, go to these web sites:

THE CANTERBURY TALES

EXPLORING ANCIENT WORLD CULTURES-MEDIEVAL EUROPE HOMEPAGE  

5. Evaluation

Notice That Typically an Evaluation Rubrics is Called For:

5a:

At the conclusion of the unit the students will be evaluated on how well they completed the article which compares San Diego and Biarritz. A RUBRIC is used to have students peer evaluate each other in their French class.

This feedback, along with the teacher's, determines the success of each student.

http://edweb.sdsu.edu/triton/SDBiarritz/SDBiarritzUnit.html

 * To Help Develop a Rubric, Feel Free to Click on the Icon Below for More Information and Examples

6. Conclusion

Notice How a Teacher Can Summarize, Encourage, Extend, and /or Generalize a Lesson:

6a:

I hope, that by doing this exercise, you have learned a bit more about the 1960's. How easy was it to find information on the Internet dealing with events in the 1960's? Were some of the sites you encountered targeted towards a specific audience or point of view? If so, why do you think this occurs? How do you think others will respond when they see our Museum? Do you think we will receive positive or negative feedback? Why?

http://discoveryschool.com/schrockguide/museum/webquest.html